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KCI등재 학술저널

지방사 연구방법, 실제, 역사교육

광주·전남지방의 민족운동사를 중심으로

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This article studies how geographical space of district of Gwangju‧Jeollanamdo was made an area, how it was varied according to transition of agents in the course of national movement, and what that means. On the ground these, this essay also examines recognized-schoolbooks used in the educational institution of district of Gwangju‧Jeollanamdo. Since later Chosun dynasty, district of Gwangju‧Jeollanamdo have been divided intofour sectors. This area had not been altered during the period of Donghok-Peasantwar and Euipyong-Arm. But a growth of Korean adjusted for a modern education and a colonial policy of Japanese Imperialism, and consequently due to the 1919 Independence Movement, the sense of Gwangju s gravity in the area was established. And the leading agentswere students learned modern education. The Gun system established at the moment of Kabo reformation and the Chosun dynasty’s Myeon system settled by the result of reorganization of government setups in 1917 were fixed on the common life of Korean. And then not only networks composed of units of Gun!! and Myeon but als! o networks throughout the whole nation were shaped. In Korean history, it was the first time when the people had own nationalwide networks. This means traditional networks of district of Gwangju‧Jeollanamdo had been perfectly transformed into a modern style at 1920’s. And Korean’s modern networks formed at that time remain up to now. Recognized-schoolbooks dealed with the history and culture of this area, which have been authorized by the city of Gwangju and the Jeollanamdo office of education, and historical textbooks for middle-high school students throughout the whole nation have not reflected such a spacial transition, that is, the change of the local character. Futher, there are parts of misdescriptions.

1. 머리말

2. 방법

3. 실제-광주·전남지방의 민족운동사

4. 교육-교육과정의 지역화

5. 맺음말

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